This paper examines some of the manipulative aids used in elementary mathematics instruction from the point of view of the cognitive structures needed to understand them. The number line, measurement activities, models for place value, and models for fractions are discussed. (SD)

The purpose of this study was to investigate the relationship between a student's confidence in his computational procedures for each of the four basic arithmetic operations and the student's achievement on computation problems. All of the students in grades 5 through 8 in one school system (a total of 6186 students) were given a questionnaire to…

Boys' and girls' achievement in arithmetic computation was compared with their feelings of self-confidence in performing computations. A total of 2654 girls and 2786 boys from grades 5 through 8 in one school system participated. Each student was given a test to assess the degree of self-confidence in methods of performing the four basic…

A previous study had confirmed that a substantial number of low achievers in grades 5 through 8 had high algorithmic confidence in each of the four arithmetic operations with whole numbers. The purpose of the present study was to follow up the results through interviewing low achievement-high confidence students in order to ascertain if they…

The teacher of mathematics or science must be aware of the concepts, facts, and generalizations of his field, of psychological principles of learning, and of teaching methods. Methods appropriate to the teaching of concepts differ from methods for teaching generalizations. (SD)

Ancient numeration systems form the basis for these worksheets. (SD)

Some of the points of view and facts expressed by employers at a conference of mathematics educators and businessmen are related. (SD)

An experiment in which slow learners were successfully taught mathematical concepts by audiotape is described. Suggestions for further investigation are offered. (SD)

The author presents a manual notation system for addition and subtraction which promotes achievement and conceptual skills with the primary educable mentally retarded. (Author)

Intended for teachers of the visually impaired, the article provides information on the terminology; symbols; and use of metric ladders for area, volume, and temperature to covert from one denomination to another denomination of metric units. (SB)

The author argues that when behavioral objectives are properly used they can provide direction for learning, and that they need not be restrictive. (SD)

Several activities are described for students at different elementary grade levels. Some involve estimation of quantities, and others include reasoning about permutations and combinations. (SD)

This research was concerned with the way people identify and categorize letters and digits; the author attempted to answer which of these processes occurs first, with the focus on whether there is a logically determined sequence involved. (Author/RK)

Ways to use a calculator as an integral part of mathematics instruction in existing curricula are provided. Activities are proposed that will help children think about mathematics rather than merely push buttons. (MN)

Teaching basic number concepts by developing slides which picture the students themselves is described. (JT)